A Systematic Review of the Impact of Artificial Intelligence on Second Language Willingness to Communicate Among EFL Learners

Chen  Yang

doi:10.54691/0fyt3r77

Authors

Chen Yang

DOI:

https://doi.org/10.54691/0fyt3r77

Keywords:

Second Language Willingness to Communicate; Artificial Intelligence; Foreign Language Learning; Mediating Mechanism; Moderating Factor.

Abstract

Against the background of globalization and digital integration, artificial intelligence (AI) provides a new approach to improving second language willingness to communicate (WTC). Following the PRISMA guidelines, this study screened 31 empirical studies and analyzed the influence of AI on EFL learners’ WTC from research trends, mediating mechanisms and moderating factors. Research has grown rapidly since 2020, focusing on East Asian university students with interdisciplinary theories and mixed methods. AI enhances WTC through affective and cognitive pathways: it reduces anxiety and builds confidence by creating a low-threat environment, and promotes growth mindset, AI literacy and instrumental cognition. The two pathways function synergistically. Effects are moderated by individual and contextual variables. Learners with lower proficiency and higher technology agency benefit more. Embodied tools, simple interaction scenarios and teacher-student-AI collaboration are more effective. This study suggests differentiated AI strategies, emphasizing teachers’ role in human-AI cooperation, cultivating learners’ technological agency and positive psychology, and addressing ethics and equity. Limitations lie in relatively concentrated participants and contexts. Future research should expand samples and settings, adopt longitudinal designs to verify causality, and explore dynamic mechanisms with AI development.

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